Arab World English Journal (AWEJ) Volume 11. Number3 September 2020 Pp. 127-148
DOI: https://dx.doi.org/10.24093/awej/vol11no3.8
Returning to Graduation Project: Attitudes and Perceived Challenges of Students and
Staff at a Libyan EFL Department
Reda Elmabruk
Department of English, Faculty of Education Tripoli
University of Tripoli, Libya
Rasha Bishti
Department of English, Faculty of Languages
University of Tripoli, Libya
Abstract:
In 1997, the Department of English (Faculty of Languages, University of Tripoli) canceled Graduation Project (GP) as a graduation requirement primarily due to growing student plagiarism. Two decades on, the Department decided it is time for Returning to Graduation Project (RGP). In preparation for this, a Research Methods (RM) module was delivered to students, and an intense ‘research design and methodology’ course was taken by the staff. In this exploratory mixed-methods case-study research, the main question focuses on attitudes and perceived challenges facing students and staff concerning RGP. The aim is to tackle negative attitudes and perceived obstacles in anticipation of a successful RGP, which spells out the significance of the research. Data were collected through a questionnaire (n=52) and a focus group discussion with seventh-semester students (10); semi-structured interviews with staff (13). A small majority of students (54%) supported RGP; the remaining 46% raised two kinds of concerns: realistic challenges of lacking resources, inadequate RM skills, and supervisor issues; unrealistic challenges involved time constraints, fear of presenting, and problems of determining research topics. Staff members were receptive to RGP but raised numerous concerns. Whereas experienced members expressed cynicism due to low students competencies and lacking resources, others saw RGP as an opportunity for students to gain practical research experience ahead of postgraduate study. Several challenges were perceived, chief among them are students lack of research skills, inexperienced supervisors, inadequate resources, and an ever-lasting concern with plagiarism. New staff reported the need for tuition in ‘data analysis and interpretation’, and ‘supervision practice’. Peculiarities characteristic of the case milieu emerged.
Keywords: Challenges to research, EFL students and staff at a Libyan department, graduation project, research methods, research supervision
Cite as: Elmabruk, R., & Bishti, R. (2020). Returning to Graduation Project: Attitudes and Perceived Challenges of Students and Staff at a Libyan EFL Department. Arab World English Journal, 11 (2) 127-148.
DOI: https://dx.doi.org/10.24093/awej/vol11no3.8
References
Alsied, S. and Ibrahim, N. (2017). Exploring Challenges Encountered by EFL Libyan Learners in Research Teaching and Writing. IAFOR Journal of Language Learning. 3 (2), 43-158.
Alshehry, A.T. (2014). Teaching Research Writing To Female Undergraduates in Saudi Arabia. International Journal of Education, Learning and Development, 2 (4), 15-25
Bandele, S. and Adebulel S. (2013). Patterns of University Graduating Students Attitude to Research Work. International Journal of Educational Research and Technology. 4 (3) 98-103.
Chabaya, O., Chiome, C., & Chabaya, R.A. (2009). Students Failure to Submit Research Projects on Time: A Case Study from Masvingo Regional Centre at Zimbabwe Open University. Open Learning, 24 (3), 211-221
Dwihandini, L., Marhaeni, A., and Suarnajaya, I. (2013). The Analysis of the Factors Affecting Undergraduate Students Difficulties in Writing Thesis in the English Department of Maharaswati University. E-Journal Program, 2, 1-12. Pascasrjana Universitas Pendidikan Ganesha Program Studi Pendidikan Bahasa
Elmabruk, R. (2019). تدريس طرق بحث بالمنهج التكاملي وبطريقة التعلم التعاوني بقسم اللغة الإنجليزية بكلية التربية طرابلس [Teaching Research Methods Using the Complementary Approach and Cooperative Learning at the Department of English, Faculty of Education]. The First Educational Conference for Faculties of Education, 5-7 October, Faculty of Education Sirt, Libya. Retrieved from (conference publications; Arabic): http://su.edu.ly/Colleges/Education/index.php/ar/2019-09-18-10-07-42
Elmojahed, A. (2010). Writing Research Projects: Opportunities and Challenges, Journal of the Faculty of Education, 5, 40-62, Faculty of Education Tripoli, University of Tripoli
Hussey, J., &Hussey, R. (1997). Business Research: a practical guide for undergraduate and postgraduate students. London: Macmillan Press
Kuo, H., & Chiu, J. (2009). Mentoring Undergraduates in their Research Proposal Writing: EFL Students in Taiwan. The Mentor: An Academic Advising Journal, 9(1), 76-82
MacKeogh, K. (2006). Supervising Undergraduate Research Using Online and Peer Supervision. In M. Huba (ed) 7th International Virtual University Conference, 19-24. Bratislava Technical University, Bratislava
Mahammoda, S. A. (2016). Factors Affecting the Quality of Undergraduate Research Work in Bahir Dar University, Ethiopia. International Journal of Innovative Research and Development, 5 (12), 23-27
Qasem, M., & Zayid, M. (2019). The Challenges and Problems Faced By Students in the Early Stage of Writing Research Projects in L2, University of Bisha, Saudi Arabia. European Journal of Special Education Research, 4 (1), 32-47
Abu-Rass, R. (2015). Challenges Face Arab Students in Writing Well-Developed Paragraphs in English, English Language Teaching, 8 (10), 49-59
Simuforosa, M., Veronica, M., & Rosemary, N. (2015). Challenges Encountered in Scaffolding Undergraduate Research Projects: The Case of Three Universities in Zimbabwe. Journal of Educational Policy and Entrepreneurial Research (JEPER) 2 (10), 58-65
Taskeen, S., Shehzadi, A., Khan, T., & Saleem, N. (2014). Difficulty faced by novice researchers: A study of universities in Pakistan. International Journal of Art and Literature, 1 (1), 1-4
Todd, M., Bannister, P., & Clegg, S. (2004) Independent Enquiry and the Undergraduate Dissertation: Perceptions and Experiences of Final Year Social Science Students. Assessment and Evaluation in Higher Education, 29 (3), 335-355